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- Gustafsson, Jan-Eric, 1949, et al.
(författare)
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The impact of school climate and teacher quality on mathematics achievement: A difference-in-differences approach
- 2016
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Ingår i: Nilsen, T., & Gustafsson, J.E, (Eds.) Teacher quality, instructional quality and student outcomes. Relationships across countries, cohorts and time.. - Cham, Switzerland : Springer International Publishing. - 2366-1631. - 9783319412511 ; , s. 81-95
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Bokkapitel (refereegranskat)abstract
- The aim of the study was to investigate causal effects of aspects of teacher quality and school climate on mathematics achievement through use of country-level longitudinal data. By investigating within-country change over time, biasing influence from omitted variables in the form of fixed country characteristics is avoided, thereby increasing the likelihood of making correct causal inferences. Data from 38 countries participating in both TIMSS 2007 and TIMSS 2011 were analyzed with structural equation modeling techniques, using both latent and manifest variables. The analyses focused aspects of teacher quality (educational level, teaching experience and major academic discipline studied, professional development, and self-efficacy) and an aspect of school climate referred to as school emphasis on academic success (SEAS). Results showed that the teachers’ attained level of education had effects on mathematics achievement. Quite substantial effects of professional development on student achievement were also identified. Teacher self-efficacy, as assessed by self-reports of preparedness for teaching in different domains, showed a weakly positive, but insignificant relation to student achievement. The teacher characteristics years of teaching experience and major academic discipline studied had no effect on student achievement. SEAS did not satisfy ideals of unidimensionality, and only items reflecting parental support for student achievement and students’ desire to perform well were significantly related to student achievement. OECD and non-OECD countries showed similar results and could not be differentiated.
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